A model of pedagogical strategies for low income students in the Philippines

• Published in: Issues in educational research Vol. 28; no. 4; pp. 1009 - 1023
• Main Authors: Reyes, Wilma S, Rungduin, Teresita T, David, Adonis P, Bayten, Elanor O
• Format: Journal Article
• Language: English
• Published: Perth, WA Institutes for Educational Research in NSW, SA and WA 01.01.2018; Western Australian Institute for Educational Research Inc
• Subjects: Academic Achievement; Admission; College Faculty; Competency-based education; Content analysis; Disadvantaged; Economic development; Education, Higher; Educational Experience; Foreign Countries; Instructional Innovation; Learning; Lesson Plans; Low Income; Low income groups; Pedagogy; Postsecondary education; Poverty; Students; Teacher Attitudes; Teacher Education Programs; Teaching Experience; Teaching Methods; Philippines
• ISSN: 1837-6290; 0313-7155; 1837-6290

This study aimed to develop a model for how teachers can better facilitate learning by economically disadvantaged or low income students. Grounded on the contextual, personal, and relational dimensions of the academic experience of financially-challenged teacher education students, this study designed and developed a model of pedagogical strategies that are better for meeting these students' needs. With the central question "How can we better facilitate the learning of students living in poverty?", a series of focus-group discussions was conducted with a select group of university faculty with experience in teaching low income college students. Findings from the content analysis identified six core pedagogical strategies. These findings shaped the design of the context-sensitive and responsive model of pedagogical strategies for low income students. Implications of the model for teachers, educators and governments are outlined.